A Framework for Categorizing Beliefs and Practices
We are working on the development of a framework that can be used to describe instructional
practices and instructional beliefs associated with the teaching of introductory physics. Our goal
is to be able to describe most possible teacher, instructional idea, or curriculum. We hope that
this will be useful in enhancing communication about instruction both within PER and between
PER and non-PER teachers.
This is a work in progress. This document contains a rough draft of the framework based on the
educational literature and interviews with both faculty and curriculum developers. Yet, we
realize that it still has significant weaknesses. We would appreciate your help in identifying
these weaknesses – and, even better, proposing solutions. These could be anything from aspects
of practices and beliefs that are not present or in the wrong place to unclear wording to
disagreements about what is “traditional” and what is “alternative”.
We appreciate any help that you might offer us in this ongoing project and look forward to
talking with you in Albuquerque or hearing from you once you return home.
Melissa H. Dancy
UNC-Charlotte
mhdancy@email.uncc.edu
Charles Henderson
Western Michigan University
Charles.Henderson@wmich.edu
Instructional Practices
Generally Traditional Practices
Minimal Degree of Interactivity
Teacher does most of the talking. Few students talk
(Lecture)
All discourse is teacher-student
Discourse focuses on teacher’s ideas (e.g., students
ask clarifying questions and teacher asks rhetorical
and/or closed questions)
Students write teacher’s ideas (i.e., take notes)
Students are physically passive.
Lesson progression is basically fixed in advance
(e.g., based on instructor’s notes)
Teacher makes all instructional decisions
Teacher decides on content and depth of course
Teacher decides how class time will be spent (e.g.,
lecturing or other highly structured activities/labs)
Teacher decides when and how students will be
assessed.
Teacher decides what knowledge is valued (e.g.,
students expected to learn and use physicists’
terms, definitions, conventions, etc.)
Class structure decided by teacher and/or school
(e.g., bolted down chairs/tables, length of
Alternative Practices
Significant Degree of Interactivity
Students and teacher share talking. Most
students talk (Conversation)
Significant student-student discourse
Discourse focuses on students’ ideas (e.g.,
students and teacher ask and answer conceptual
and/or open-ended questions)
Students write their own ideas
Students are physically active (e.g., interacting
with equipment or materials)
Lesson progression is adjustable and shaped by
student questions/comments
Students have input in instructional decisions
Students influence content and depth of course
(e.g., individual projects, significant changes in
plans based on questions/interests of students
during course)
Students decide what they will do in class (e.g.,
student designed-activities/labs, centers)
Students have choice over types and/or timing of
assessment.
Community knowledge is valued (e.g., students
develop own language to discuss ideas, students
share experiences/perspectives with goal of
learning from one-another)
Student have choice in class structure (e.g.,
flexible room arrangement, independent study
M. Dancy & C.Henderson, AAPT 2005 Winter Meeting, Albuquerque, NM
class/semester, class size, etc.)
courses)
Fixed expectations of students
Success defined by set standards
Same instruction for all students
Adjustable expectations of students
Success defined by individual imporovement
Attempt to meet the different learning needs of all
students
Encourage or support cooperative learning
modes
Require students to work together
Encourage or support competitive/individualist
learning modes
Grading on a curve
Make only individual assignments
External Motivators
Grades and testing for evaluation (to sort, rank or
certify)
Graded group assignments
Internal Motivators
Assessment for feedback.
Link course to interest/needs of students
Knowledge-Based Assessment
Timed evaluations
Prime value on right answer
Familiar problems/questions on exams
Derivations
Test for factual recall
Knowledge-Based Content
Explicitly teach only physics facts and principles
Focus on derivations and formulas
Process-Based Assessment
Untimed evaluations
Prime value on right process
New problems/questions on exams
Open-ended questions/problems
Test for conceptual understanding
Broad Content
Explicitly teach learning, thinking, and PS skills in
addition to physics content
Focus on conceptual understanding
Explicitly address epistemological/attitudinal
issues
Explicitly connect course to other
disciplines/social issues.
Instructional Beliefs
Beliefs Consistent with Traditional Practices
Transmissionist Learning Views
students receive knowledge from teacher or
textbook
Beliefs Consistent with Alternative Practices
Constructivist Learning Views
learners construct knowledge based on prior
knowledge
Learning is a rational activity.
Mentally passive students
Learning is primarily an individual activity
Expertise is accomplished by Accumulation
Learning is an emotional activity.
Mentally active students
Learning is primarily a social activity
Expertise is accomplished by qualitative changes
in thinking
Understanding is measured by ability to explain
or chose correct approach
Understanding is measured by ability to apply
ideas to new problems or situations
Understanding is measured by factual recall
Understanding is measured by ability to apply ideas
quickly and accurately to familiar problems or
situations
Modernist Knowledge Views
Knowledge is absolute
Students should learn others knowledge
Physics is Quantitative Discipline
Post-Modernist Knowledge Views
knowledge is socially constructed
Students should develop their own knowledge
Physics is a Broad Discipline
M. Dancy & C.Henderson, AAPT 2005 Winter Meeting, Albuquerque, NM
Doing physics means solving mathematical
problems.
Doing physics involves a variety of things,
including solving conceptual problems.
Role of schooling and physics education
Selection process (sort students for economic and
social roles)
Certification process (grades certify that students
have certain skills)
School should teach students to follow directions,
respect authority, and obey rules
Role of schooling and physics education
All students should be allowed to succeed
School should teach skills that are only focused on
students' professional lives.
Beliefs about students
All students can learn using the same methods
Only some students are capable of learning physics
Students must be forced to learn physics
Students are best motivated externally by
grades/punishments
Students can’t make good decisions about their
learning needs
Grades should be feedback for student only and
used for self-improvement
School should teach students to become
independent, creative, and critical thinkers who
can question authority
School should teach skills that make students'
personal lives richer.
Beliefs about students
Students think/learn differently, have different
needs
All students can learn physics
Students want to learn physics
Students are best motivated intrinsically (make
learning meaningful, connected to student's
lives)
Students can make decisions about their learning
needs
Role of the teacher: Teacher should teach
Determine what and how students should learn
Role of the teacher: Teacher should guide
Provide a resource to students as they decide
what to learn and at what pace
Determine the pace of the class
Present knowledge, be an expert
Judge students performance
Lead discussions among students
Develop situations where students can learn
Provide feedback
Motivate Students
Views on Diversity
A nonhomogeneous class is a resource because
different students bring different perspectives
All students are valued
Teachers should adapt to the students, Both
teachers and students are responsible for failure.
Views on Diversity
A nonhomogeneous class is a nuisance because
the students aren't all the same
Only the "good" students are valued
Students should adapt to the teacher, failure is the
fault of the student alone.
Content Goals of physics education
To expose students to facts, concepts of physics
Students should be able to quickly and accurately
solve familiar problems.
Traditional Views of Scientific Literacy
Develop an appreciation for science and its methods
Informed citizen who understands scientists’ science
and can use it in decision making
Individual based
Process Goals of physics education
To develop an understanding of physics
concepts.
Students should be able to apply physics ideas
to new situations.
Alternative Views of Scientific Literacy
Develop ability/confidence to critique science and
its methods
Informed citizen who can produce science to
improve their world
Community based
M. Dancy & C.Henderson, AAPT 2005 Winter Meeting, Albuquerque, NM